Teachers at all grade levels must be involved in teaching keyboarding by continuing to monitor the skills whenever they are being applied on the computer. Accuracy, not speed, should be emphasized in early years. Speed will be assessed in the upper grades. Proper posture should be addressed when teaching skills with all grade levels.
Definition of Keyboarding
It is the development of the ability to input data by touch using the alphabetic and numeric keys on a computer and/or typewriter keyboard. It is also referred to as touch typing which is using the keyboard without looking at the keys.
Rationale for the Teaching of Keyboarding Skills
Students must be prepared to work within the technological framework of the 21st century.
Research supports formal training around grade 4 when students are developmental, however, technique skills can be introduced in earlier grades. This is based on issues of manual dexterity, cognitive development, attention span, reading ability and curriculum placement.
Research shows that proper keyboarding techniques lead to higher efficiency of effective computer use. Other benefits include increased motivation for writing, improved spelling (3rd/4th grade) and improved reading and vocabulary.
Hartland-Lakeside Information and Technology Literacy Standards
Beginning:
~Use special function keys including return, space bar and shift
~Keyboard alphabetic and numeric entry on keyboard
Print out a paper keyboard for each student. As a letter or number is being taught/reviewed, have each student color in that letter/number. Then have them touch that key on the paper keyboard.
Use the different keyboards available on the SMART Board.
Practice the letters by using the letter dice and have the students locate and press that key. Identify the space bar and explain that the space bar is used to put a space between words. Have them press the space bar, with their right thumb, after each letter. Identify the return/enter key and explain that this will move the cursor to the next line. After several letters have them press the return/enter key.
Prepare an index card for each student with his/her name printed on it. Have the students keyboard their name. Identify the shift key (on both sides) and explain that when held down while pressing a letter, it will make that letter a capitol. Have them press the space bar once between their name.
Beginning:
~Distinguish left and right hand side of the keyboard and use proper hands
Developing:
~Use special function keys including return, space bar, shift and command
~Keyboard alphabetic and numeric entry using keyboard and numeric pad
On a wall keyboard chart, review the shift, return/enter, and space bar. Identify and explain that when using the command/control with other keys such as S (save) or P (print), it creates shortcuts.
Use the different keyboards available on the SMART Board.
Play “Scrabble” using the keyboard image in Notebook. Call out letters; have students color the letter in. Students raise their hand when they can create a word using the colored letters. Have students change to a different color and continue the activity.
Beginning:
~Use correct body position (introduced
at 2nd)
Developing:
~Distinguish left and right hand side of the keyboard and use proper hands
~Use special function keys
~Keyboard alphabetic
and numeric entry using keyboard and
numeric pad
Use suggested SMART Board activities from Kindergarten and 1st grade.
Keyboard different types of writing: stories, poetry, letters, invitations, thank-you notes.
Keyboarding skills should be integrated with the curriculum and deal with authentic assignments whenever possible.
Explain the guidelines for proper keyboarding posture and continue to monitor and correct.
Posture Guidelines
~Body- Keep the back straight and lean slightly forward; face keyboard squarely; be a hand span distance (open hand with thumb barely touching the body) from the front of the keyboard; align center of body with the “J” key.
~Hands/Wrists- Gently rest fingers on home row; fingers should be slightly curved; snap the keys--do not depress them slowly; keep the fingers close to the keys with the pad of the finger square on each key; learn to anchor on the HOME ROW; keep the wrists level; let only the fingers and the right thumb (can really use either thumb) touch the keyboard (not the wrists). The hands and wrists are “quiet” almost motionless.
~Arms- Keep arms relaxed and elbows close, in next to their sides; keep lower arms at the same angle as the slope of the keyboard; keep shoulders relaxed.
~Feet- Keep feet flat on the floor.
~Eyes- Keep eyes moving from keyboard to monitor. As the student begins to use a manual or work they need to copy, stress the TRIANGLE METHOD: glance at the monitor, down at the keyboard, and then at the text being copied. Text that is being copied should usually be on the left side of the student.
Secure by end of 5th grade:
~Use correct finger placement on
alphabet keys
~Use special function keys
~Use correct body position
~Keyboard alphabetic
and numeric entry using keyboard and
numeric pad
~Introduce and use proper keyboarding
skills
First semester is the recommended time to begin formal keyboarding skills.
Step-by-step directions for implementing keyboarding will be given during training.
Information to help implement keyboarding:
~Teachers should have knowledge of basic keyboarding skills and training to learn how to implement this program.
~After receiving initial training students must continue guided practice time, using proper fingering and posture.
~Frequent and easy words should be typed as whole words. ~Harder words can be looked at as individual letters.
~Explain that speed will come with practice.
~Reproduce a paper keyboard and poem to be used to practice at home or in the classroom.
~Parental support for practice at home is a key to success. A letter should be sent home explaining that students should practice the poem 10 minutes a night. After a week or so, spelling words, vocabulary, etc. should be done at home.
Review the following guidelines with students before beginning:
~Every student should be doing the same thing at the same time, following the teachers directions for instruction.
~Review the guidelines for proper keyboarding posture (listed above in 2nd/ 3rd grade)
~Remind students of the left and right side of the keyboard-hands never cross imaginary line.
~Students say and think the letter as they press the key.
~Press keys with a downward motion toward palm of hand.
~Demonstrate glancing down at the keyboard, up to monitor.
~Try to think of fingers as “hovering” (resting lightly on the HOME ROW) over the keys.
~Raise the fingers off of the HOME ROW just enough to make quick rhythmic strokes.
~Explain that students always return to HOME ROW position.
~Students should not go back and make corrections while learning the poem.
~As the student begins to use a manual or work they need to copy, stress the TRIANGLE METHOD: glance at the monitor, down at the keyboard, and then at the text being copied.
~Text that is being copied should usually be on the left side of the student.
~Teachers should continue to provide practice and monitoring of keyboarding skills as they are integrated with the curriculum and deal with authentic assignments when possible.
During the last trimester of 3rd Grade, students will complete Lessons 1-6 in Type to Learn
Throughout 4th Grade, students will complete Lessons 7-25
By the end of 5th Grade, students will review necessary lessons and type 12 wpm.
Suggested Resources and Timeframe
Suggested time per year: 3rd Grade: 2-4 hours of formal training during third trimester; 4th Grade: 15-20 hours of formal per year; 5th Grade: 15-20 hours of combined formal and informal training per year
Possible implementation plans:
35 minutes/day for 4-6 weeks with review periodically
15-20 minutes/week for entire year
Once taught
Use, reinforce, and refine
Type to Learn (4th grade and up) – currently installed in computer labs
Rationale: Excellent management components. Teacher directs the level of learning for each student. Data is maintained by student name and may be transferred to next year's classes. Games are initiated only after student completes lessons successfully and are not expected to be completed or used.
Secure:
~Keyboard at 12-15 wpm (15-20 wpm at 6th) with correct fingering positions on alphabet keys
Review:
~Use special function keys
~Use correct body position
~Keyboard alphabetic and numeric entry using keyboard and numeric pad
~Use proper keyboarding skills
Continue to retain, refine and apply proper fingering with emphasis on special function keys, increasing accuracy, while increasing wpm.
Students must be consistently required to use proper fingering and posture, and should be positively corrected if necessary.
Students must have continued guided practice time.
Students should copy words from books or handouts while being timed.
Respond to or create novels, poems, short stories, plays and factual/nonfiction materials.
Create vocabulary lists.
Keyboard spelling words.
Keyboard research information.
Keyboarding skills should be integrated with the curriculum and deal with authentic assignments whenever possible.
Secure by end of 8th:
~Keyboard at 20-25 wpm on a three minute timing with correct fingering positions on all keys using touch skills
80% of the time
Continue to retain, refine and apply proper fingering with emphasis on special function keys, increasing accuracy, while increasing wpm.
Students must be consistently required to use proper fingering and posture.
Students must have continued guided practice time.
Keyboard all appropriate assignments.
Suggested Resources:
Typing Tutor – currently installed in computer labs
K-3 Keyboarding Technique Checklist
Circle Yes or No
1. Eyes glance at the keyboard and back at the monitor?
Yes or No
2. Wrists do not touch the table or keyboard?
Yes or No
3. Sitting up straight in a comfortable distance from keyboard (hand span length)?
Yes or No
4. Feet are flat on floor?
Yes or No
5. Arms relaxed; elbows naturally close to body?
Yes or No
6. Fingers curved, tips of fingers resting lightly on keys?
Yes or No
Grades 4 – 8 Keyboarding Technique/Skill Checklist
Circle Yes or No
1. Eyes glance at the keyboard and back at the monitor?
Yes or No
2. Wrists do not touch the table or keyboard?
Yes or No
3. Sitting up straight in a comfortable distance from keyboard (hand span length)?
Yes or No
4. Feet are flat on floor?
Yes or No
5. Arms relaxed; elbows naturally close to body?
Yes or No
6. Fingers curved, tips of fingers resting lightly on keys?
Yes or No
Keystroking Skill Checklist
Circle Yes or No
1. Beginning and ending all keystrokes at home row position?
Yes or No
2. Keying each key with correct finger?
Yes or No
3. Keying space bar with the thumb of the right hand?
Yes or No
4. Shifting with the appropriate “little” finger?
Yes or No
5. Using the “little” finger of the right hand for the enter or return key?
Yes or No
6. Keeping eyes on copy rather than the keyboard, once a key has been learned?
Yes or No
Resource: http://jeffco.k12.co.us/isu/itech/keybo/keybo.pdf
Research shows that proper keyboarding techniques lead to higher efficiency of effective computer use. Other benefits include increased motivation for writing, improved spelling (3rd/4th grade) and improved reading and vocabulary.
"http://ci.coe.uni.edu/facstaff/zeitz/web/general/ElemKeyboarding.ppt.pdf"
"http://keyboarding.wordpress.com/about/"
"http://www.educationworld.com/a_tech/tech/tech072.shtml"
"http://www.education-world.com/a_curr/curr076.shtml"
"http://jeffcoweb.jeffco.k12.co.us/isu/itech/keybo/keydx.htm"
Suggested Implementation
~Use special function keys including return, space bar and shift
~Keyboard alphabetic and numeric entry on keyboard
Dance Mat Typing "http://www.bbc.co.uk/schools/typing/flash/stage1.shtml"
~Distinguish left and right hand side of the keyboard and use proper hands
Developing:
~Use special function keys including return, space bar, shift and command
~Keyboard alphabetic and numeric entry using keyboard and numeric pad
~Use correct body position (introduced
at 2nd)
Developing:
~Distinguish left and right hand side of the keyboard and use proper hands
~Use special function keys
~Keyboard alphabetic
and numeric entry using keyboard and
numeric pad
~Body- Keep the back straight and lean slightly forward; face keyboard squarely; be a hand span distance (open hand with thumb barely touching the body) from the front of the keyboard; align center of body with the “J” key.
~Hands/Wrists- Gently rest fingers on home row; fingers should be slightly curved; snap the keys--do not depress them slowly; keep the fingers close to the keys with the pad of the finger square on each key; learn to anchor on the HOME ROW; keep the wrists level; let only the fingers and the right thumb (can really use either thumb) touch the keyboard (not the wrists). The hands and wrists are “quiet” almost motionless.
~Arms- Keep arms relaxed and elbows close, in next to their sides; keep lower arms at the same angle as the slope of the keyboard; keep shoulders relaxed.
~Feet- Keep feet flat on the floor.
~Eyes- Keep eyes moving from keyboard to monitor. As the student begins to use a manual or work they need to copy, stress the TRIANGLE METHOD: glance at the monitor, down at the keyboard, and then at the text being copied. Text that is being copied should usually be on the left side of the student.
~Use correct finger placement on
alphabet keys
~Use special function keys
~Use correct body position
~Keyboard alphabetic
and numeric entry using keyboard and
numeric pad
~Introduce and use proper keyboarding
skills
~Teachers should have knowledge of basic keyboarding skills and training to learn how to implement this program.
~After receiving initial training students must continue guided practice time, using proper fingering and posture.
~Frequent and easy words should be typed as whole words. ~Harder words can be looked at as individual letters.
~Explain that speed will come with practice.
~Reproduce a paper keyboard and poem to be used to practice at home or in the classroom.
~Parental support for practice at home is a key to success. A letter should be sent home explaining that students should practice the poem 10 minutes a night. After a week or so, spelling words, vocabulary, etc. should be done at home.
~Every student should be doing the same thing at the same time, following the teachers directions for instruction.
~Review the guidelines for proper keyboarding posture (listed above in 2nd/ 3rd grade)
~Remind students of the left and right side of the keyboard-hands never cross imaginary line.
~Students say and think the letter as they press the key.
~Press keys with a downward motion toward palm of hand.
~Demonstrate glancing down at the keyboard, up to monitor.
~Try to think of fingers as “hovering” (resting lightly on the HOME ROW) over the keys.
~Raise the fingers off of the HOME ROW just enough to make quick rhythmic strokes.
~Explain that students always return to HOME ROW position.
~Students should not go back and make corrections while learning the poem.
~As the student begins to use a manual or work they need to copy, stress the TRIANGLE METHOD: glance at the monitor, down at the keyboard, and then at the text being copied.
~Text that is being copied should usually be on the left side of the student.
~Teachers should continue to provide practice and monitoring of keyboarding skills as they are integrated with the curriculum and deal with authentic assignments when possible.
Throughout 4th Grade, students will complete Lessons 7-25
By the end of 5th Grade, students will review necessary lessons and type 12 wpm.
- Suggested time per year: 3rd Grade: 2-4 hours of formal training during third trimester; 4th Grade: 15-20 hours of formal per year; 5th Grade: 15-20 hours of combined formal and informal training per year
Possible implementation plans:35 minutes/day for 4-6 weeks with review periodically
15-20 minutes/week for entire year
Once taught
Use, reinforce, and refine
- Type to Learn (4th grade and up) – currently installed in computer labs
Rationale: Excellent management components. Teacher directs the level of learning for each student. Data is maintained by student name and may be transferred to next year's classes. Games are initiated only after student completes lessons successfully and are not expected to be completed or used.Typer Shark "http://www.popcap.com/games/free/typershark"
Online Keyboarding Practice "http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/d1homerow.html"
~Keyboard at 12-15 wpm (15-20 wpm at 6th) with correct fingering positions on alphabet keys
Review:
~Use special function keys
~Use correct body position
~Keyboard alphabetic and numeric entry using keyboard and numeric pad
~Use proper keyboarding skills
Continue to retain, refine and apply proper fingering with emphasis on special function keys, increasing accuracy, while increasing wpm.
Keyboarding Test: http://www.typingtest.com/default.asp
~Keyboard at 20-25 wpm on a three minute timing with correct fingering positions on all keys using touch skills
80% of the time
Continue to retain, refine and apply proper fingering with emphasis on special function keys, increasing accuracy, while increasing wpm.
Typing Tutor
"http://www.cs.cmu.edu/People/rvirga/TypingTutor.html"
Typing Test
"http://www.typingtest.com/"
Typing Speed Test
"http://www.learn2type.com/TypingTest"
Typing Pal Online Test
"http://www.typingpal.com/test/"
Additional Resources
Typing Pal
"http://demo.typingpal.com/index_ecole.asp?ecole=48"
K-3 Keyboarding Technique Checklist
Circle Yes or No
1. Eyes glance at the keyboard and back at the monitor?
Yes or No
2. Wrists do not touch the table or keyboard?
Yes or No
3. Sitting up straight in a comfortable distance from keyboard (hand span length)?
Yes or No
4. Feet are flat on floor?
Yes or No
5. Arms relaxed; elbows naturally close to body?
Yes or No
6. Fingers curved, tips of fingers resting lightly on keys?
Yes or No
Grades 4 – 8 Keyboarding Technique/Skill Checklist
Circle Yes or No
1. Eyes glance at the keyboard and back at the monitor?
Yes or No
2. Wrists do not touch the table or keyboard?
Yes or No
3. Sitting up straight in a comfortable distance from keyboard (hand span length)?
Yes or No
4. Feet are flat on floor?
Yes or No
5. Arms relaxed; elbows naturally close to body?
Yes or No
6. Fingers curved, tips of fingers resting lightly on keys?
Yes or No
Keystroking Skill Checklist
Circle Yes or No
1. Beginning and ending all keystrokes at home row position?
Yes or No
2. Keying each key with correct finger?
Yes or No
3. Keying space bar with the thumb of the right hand?
Yes or No
4. Shifting with the appropriate “little” finger?
Yes or No
5. Using the “little” finger of the right hand for the enter or return key?
Yes or No
6. Keeping eyes on copy rather than the keyboard, once a key has been learned?
Yes or No
HL ITL Skills
DRAFT 01.08